A short presentation with basic principles and ideas about how to evaluate ESL/EFL textbooks successfully.

1. LA SALLE UNIVERSITYLA SALLE UNIVERSITY
SCHOOL OF EDUCATION SCIENCESSCHOOL OF EDUCATION SCIENCES
BOGOTÁ, COLOMBIABOGOTÁ, COLOMBIA
YAMITH JOSÉ FANDIÑO – AUGUST 2013YAMITH JOSÉ FANDIÑO – AUGUST 2013

2. IntroductionIntroduction

3. 1. Textbook selection
Demands for textbooks grow while
publishing industry responds with new
series.
Selection approach affected either by
personal preferences or unrelated
pedagogical factors (budget, availability, etc.)
A need for a practical and straightforward
method that helps analyze options according
to program issues, from broad (e.g. goals and
curriculum) to specific (e.g. exercises and
activities).

4. Matching the textbook to the
program/course
Examine program/course thoroughly.
Opt for a textbook series or individual
texts = content and approach
standardization.
Compare textbook objectives and
program/course objectives.
Identify textbook appropriateness
according to intended learners.

5. Reviewing the skills presented in
the textbook
Effectiveness to help learners acquire
necessary skills.
- Does the text focus on the skills it
claims to focus on? (Progress and
guidance)
- Does it teach the skills or does it merely
provide practice? (Content validation)
Coverage of other important skills such
as analysis, synthesis, and evaluation.

6. Reviewing exercises and activities
in the textbook
Real contribution to learners’ language
acquisition (Practice and extended
language skills)
Balanced format with controlled and free
practice.
Progression through the textbook
(Reinforcement and complexity demand)
Variety and challenge (Stimulus for
communication)

7. 2.2. Textbook evaluation: ProceduresTextbook evaluation: Procedures
On page evaluation / Impressionistic approach
- What the textbook looks like.
- Identify strengths and weaknesses.
- Note significant features.
- Used for making shortlists or considering adopting a textbook a later
date.
- No actual use in the classroom.

8. Textbook evaluation: ProceduresTextbook evaluation: Procedures
Material in use evaluation / In-depth approach
- Examine how it works in the classroom.
- Detect any problems that may occur.
- Analyze specific aspects or sections.
- Study whether the textbook relates to Ss’ needs, syllabus
requirements, curriculum philosophy, etc.

9. Who evaluates textbooks?Who evaluates textbooks?
“Insiders” or “outsiders? = teachers, students, coordinators or
supervisors and administrators?
Teachers
- Textbook’s usefulness for the teaching/learning context and for Ss’
progress.
Students
- Information about effect on motivation, interests and development.
Coordinators
- Information about actual use through observations.

10. How?How? Instruments and triangulationInstruments and triangulation
TESTSTESTS QUESTIONNAIRESQUESTIONNAIRES OBSERVATIONSOBSERVATIONS
Placement and
achievement tests.
look for improvements in
the students’ level of
English.
Teachers’ questionnaire
- At the end of each
academic term.
- Benefits from using the
textbooks.
Students’ questionnaire
- At different times.
- Comment on aspects
related to opinions and
reactions.
How textbooks are used
in authentic teaching /
learning contexts.
Middle of the term: Ts
and Ss are familiar with
the textbook.
End of the term: Ts and
Ss are confident with the
textbook.
TRIANGULATION
- Gather data from a variety of sources.
- Provide confirmation of findings through comparing the data.

11. How? ProcessHow? Process

12. A pragmatic approach: exampleA pragmatic approach: example

13. A pragmatic approach: exampleA pragmatic approach: example

14. 3. Textbook adaptation3. Textbook adaptation
Improve materials to suit the particular situation.
Give added life and impact.
- Leaving out some parts: Omitting a section.
- Adding material: Including other type of texts.
- Replacing material: Substituting exercises.
- Changing material: Reordering, reducing, or re-writing.

15. REFERENCESREFERENCES
Al Amri, I. (2001). Textbook evaluation: An evaluation plan.
Language center FORUM, 7, 1-5. Retrieved from
http://www.squ.edu.om/Portals/28/Micro
%20Gallery/forum/forum7/textbookevaluaationIbtisamAl-
Amri.pdf
Garinger, D. (2002). Textbook selection for the ESL classroom.
Washington DC: ERIC digest. EDO-FL-02-10.
Lucky, L. (2006). Some insight into textbook evaluation: A
pragmatic approach. Jurnal Pendidikan, 12(1), 1-13. Retrieved
from
http://www.academia.edu/2321666/SOME_INSIGHT_INTO_TE